Over the past decades, federal and local governments have embraced out-of-school-time as essential for a complete educational experience for school children, especially children who come from low socioeconomic backgrounds. These programs serve as supplemental academic and socioemotional resources for the students. In some cases, skills learned in these programs translate into students’ academic progress. Using a multi-tiered approach, this project examined effective ways to engage immigrant and refugee children in learning during out-of-school time. The research question and objectives were developed using a participant observation method over an 8-month period. Interventions were then tested using project-based learning, coupled with culturally relevant content. The results showed that culturally relevant content improves students’ engagement in math learning. Well-structured out-of-school-time for immigrants and refugee children can help them acquire the needed skills to succeed in school.

Creator

• Damoah, Kennedy

Contributors

• Smith, Alexander D.
• Krueger, Robert
• Stanlick, Sarah E

Degree

• MS

Unit

• Social Science & Policy Studies

Publisher

• Worcester Polytechnic Institute

Identifier

• etd-72751

Keyword

• Immigrants
• Culturally relevant content
• Engagement
• Refugees
• Out-of-school-time

Advisor

• Smith, Alexander D.

Committee

• Krueger, Robert

Defense date

• 2022-07-11

Year

• 2022

Date created

• 2022-08-19

Resource type

• Thesis

Source

• etd-72751

Rights statement

• In Copyright

Last modified

• 2022-12-09