The purpose of this study was to examine the impact of integrating self-authorship pedagogy applied to a younger population. Integration of a self-authorship program during an after-school community program examined the self-authorship pedagogy approach following the developmental theory designed by Baxter Magolda (1999, 2001). Much of previous research in self-authorship was influenced by college student population. There was a literature gap on self- authorship theory applied to younger age population. This research investigated students' responses to the self-authorship program, the impact self-authorship had on students' learning, the impact self-authorship had on after-school programs, and my leadership throughout the research. The subjects of this study were 30 students attending an after-school program at the Boys & Girls Club in Atlantic City, Chelsea Unit. Using a participatory action research methodology, this research followed mixed method, qualitative and quantitative data collection procedures. Four research cycles were employed in the study. Findings revealed an overall positive student response toward the self-authorship program. While engaged in the program, students experienced an increase in their interest toward the self-authorship program. Students' portfolio analysis showed growth in students' learning, and overall data showed a positive increase in their work and self-confidence.
","abstract_html":"<p>The purpose of this study was to examine the impact of integrating self-authorship pedagogy applied to a younger population. Integration of a self-authorship program during an after-school community program examined the self-authorship pedagogy approach following the developmental theory designed by Baxter Magolda (1999, 2001). Much of previous research in self-authorship was influenced by college student population. There was a literature gap on self- authorship theory applied to younger age population. This research investigated students' responses to the self-authorship program, the impact self-authorship had on students' learning, the impact self-authorship had on after-school programs, and my leadership throughout the research. The subjects of this study were 30 students attending an after-school program at the Boys & Girls Club in Atlantic City, Chelsea Unit. Using a participatory action research methodology, this research followed mixed method, qualitative and quantitative data collection procedures. Four research cycles were employed in the study. Findings revealed an overall positive student response toward the self-authorship program. While engaged in the program, students experienced an increase in their interest toward the self-authorship program. Students' portfolio analysis showed growth in students' learning, and overall data showed a positive increase in their work and self-confidence.</p>","abstract_has_math":false,"creators":["Lubonja, Fatjona"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-10-12T07:00:00Z","date_published":"2015-10-12T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["After-school programs; Animation (Cinematography)","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/394","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton"]},{"key":"dc:creator","label":"Author","values":["Lubonja, Fatjona"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["After-school programs; Animation (Cinematography)","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/394"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the impact of integrating self-authorship pedagogy applied to a younger population. Integration of a self-authorship program during an after-school community program examined the self-authorship pedagogy approach following the developmental theory designed by Baxter Magolda (1999, 2001). Much of previous research in self-authorship was influenced by college student population. There was a literature gap on self- authorship theory applied to younger age population. This research investigated students' responses to the self-authorship program, the impact self-authorship had on students' learning, the impact self-authorship had on after-school programs, and my leadership throughout the research. The subjects of this study were 30 students attending an after-school program at the Boys & Girls Club in Atlantic City, Chelsea Unit. Using a participatory action research methodology, this research followed mixed method, qualitative and quantitative data collection procedures. Four research cycles were employed in the study. Findings revealed an overall positive student response toward the self-authorship program. While engaged in the program, students experienced an increase in their interest toward the self-authorship program. Students' portfolio analysis showed growth in students' learning, and overall data showed a positive increase in their work and self-confidence.
"]},{"key":"dc:title","label":"Title","values":["Self-Authorship: a teaching approach during the after-school community program"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton"],"dc:creator":["Lubonja, Fatjona"],"dc:date.available":["2016-04-09T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine the impact of integrating self-authorship pedagogy applied to a younger population. Integration of a self-authorship program during an after-school community program examined the self-authorship pedagogy approach following the developmental theory designed by Baxter Magolda (1999, 2001). Much of previous research in self-authorship was influenced by college student population. There was a literature gap on self- authorship theory applied to younger age population. This research investigated students' responses to the self-authorship program, the impact self-authorship had on students' learning, the impact self-authorship had on after-school programs, and my leadership throughout the research. The subjects of this study were 30 students attending an after-school program at the Boys & Girls Club in Atlantic City, Chelsea Unit. Using a participatory action research methodology, this research followed mixed method, qualitative and quantitative data collection procedures. Four research cycles were employed in the study. Findings revealed an overall positive student response toward the self-authorship program. While engaged in the program, students experienced an increase in their interest toward the self-authorship program. Students' portfolio analysis showed growth in students' learning, and overall data showed a positive increase in their work and self-confidence.
"],"dc:identifier":["https://rdw.rowan.edu/etd/394"],"dc:subject":["After-school programs; Animation (Cinematography)","Elementary and Middle and Secondary Education Administration"],"dc:title":["Self-Authorship: a teaching approach during the after-school community program"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:09Z"}