{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1199"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1199","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Beliefs of Georgia Educators Regarding After-School Programs","abstract":"The purpose of this research study was to determine middle school educators' beliefs regarding strategies that are useful for effective implementation of middle school after-school programs. The individuals most appropriate to provide the answers to the research question included middle school after-school program directors and teachers. A purposive sample of two middle schools in the Northeast Georgia (NEGA) Regional Educational Service Agency (RESA) was identified on the RESA Website. A descriptive qualitative methodology was used, with open-ended questions in order to obtain detailed responses from the interview participants. Instrumentation for this study was structured interviews of selected participants. The interview questions consisted of eleven sub-questions that were organized into the following four categories: goals, structure/organization, relationship to AYP, and support. The instrument was reviewed by a team of educators that currently serve in after-school programs. The instrument was pilot tested with one volunteer educator that supervises and teaches in an after-school program. Findings from this researcher's study showed that after-school programs are often labeled effective when they are well organized, develop a good reputation within the community, and become self-sustaining. After-school programs should also be designed to achieve desired outcomes. Strategies, techniques, approaches, and activities should be selected that are likely to produce results as well as engage and satisfy stakeholders. Finally, in the era of accountability, evaluation and research that indicates program success will be the ultimate factors that draw financial support and build program credibility.","abstract_html":"The purpose of this research study was to determine middle school educators' beliefs regarding strategies that are useful for effective implementation of middle school after-school programs. The individuals most appropriate to provide the answers to the research question included middle school after-school program directors and teachers. A purposive sample of two middle schools in the Northeast Georgia (NEGA) Regional Educational Service Agency (RESA) was identified on the RESA Website. A descriptive qualitative methodology was used, with open-ended questions in order to obtain detailed responses from the interview participants. Instrumentation for this study was structured interviews of selected participants. The interview questions consisted of eleven sub-questions that were organized into the following four categories: goals, structure/organization, relationship to AYP, and support. The instrument was reviewed by a team of educators that currently serve in after-school programs. The instrument was pilot tested with one volunteer educator that supervises and teaches in an after-school program. Findings from this researcher's study showed that after-school programs are often labeled effective when they are well organized, develop a good reputation within the community, and become self-sustaining. After-school programs should also be designed to achieve desired outcomes. Strategies, techniques, approaches, and activities should be selected that are likely to produce results as well as engage and satisfy stakeholders. Finally, in the era of accountability, evaluation and research that indicates program success will be the ultimate factors that draw financial support and build program credibility.","abstract_has_math":false,"creators":["Oakley, Fran Ridgeway"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Russ A. Marion, II","Sonya S. 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Findings from this researcher's study showed that after-school programs are often labeled effective when they are well organized, develop a good reputation within the community, and become self-sustaining. After-school programs should also be designed to achieve desired outcomes. Strategies, techniques, approaches, and activities should be selected that are likely to produce results as well as engage and satisfy stakeholders. Finally, in the era of accountability, evaluation and research that indicates program success will be the ultimate factors that draw financial support and build program credibility."]},{"key":"dc:title","label":"Title","values":["Beliefs of Georgia Educators Regarding After-School Programs"]}]}],"canonical_facts":{"dc:contributor":["Russ A. Marion, II","Sonya S. Shepherd"],"dc:creator":["Oakley, Fran Ridgeway"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this research study was to determine middle school educators' beliefs regarding strategies that are useful for effective implementation of middle school after-school programs. The individuals most appropriate to provide the answers to the research question included middle school after-school program directors and teachers. A purposive sample of two middle schools in the Northeast Georgia (NEGA) Regional Educational Service Agency (RESA) was identified on the RESA Website. A descriptive qualitative methodology was used, with open-ended questions in order to obtain detailed responses from the interview participants. Instrumentation for this study was structured interviews of selected participants. The interview questions consisted of eleven sub-questions that were organized into the following four categories: goals, structure/organization, relationship to AYP, and support. The instrument was reviewed by a team of educators that currently serve in after-school programs. The instrument was pilot tested with one volunteer educator that supervises and teaches in an after-school program. Findings from this researcher's study showed that after-school programs are often labeled effective when they are well organized, develop a good reputation within the community, and become self-sustaining. After-school programs should also be designed to achieve desired outcomes. Strategies, techniques, approaches, and activities should be selected that are likely to produce results as well as engage and satisfy stakeholders. Finally, in the era of accountability, evaluation and research that indicates program success will be the ultimate factors that draw financial support and build program credibility."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/199"],"dc:subject":["ETD","After-school programs","Extended school day","Extended learning time","Out-of-school time"],"dc:title":["Beliefs of Georgia Educators Regarding After-School Programs"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:39Z"}