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Pedagogy, or how the content is delivered, matters. This is often overlooked in the design and delivery of prevention programs, especially in informal learning environments.
As a transdisciplinary team, we rely on multiple, complimentary theories, beyond the more traditional health intervention theories, that have implications for program design, improvement, and evaluation. As referenced in Paper 2, we utilize ecological systems theory to illuminate key mediators of youth outcomes related to program participation. We also rely on the theory of developmental intentionality to inform pedagogical improvements in the delivery of the program content. The theory emphasizes the importance of youth engagement as a mediator of program effectiveness. Ultimately, intentionally designed programs result in improved fit between youth and the learning opportunities in which they participate thereby increasing youth engagement. Youth engagement in the program can be enhanced by training and coaching program community-based staff and other program implementers and utilization of multimedia and other tools and resources.
The results from a mixed-methods pilot project in Tennessee highlighted several areas on which to focus program improvement efforts. Consistent with the theory of developmental intentionality, use of best practices in teaching and learning (e.g., active, hands-on, inquiry-driven learning, reflection) should support youth engagement and thus outcomes. We are developing materials that supplement and enhance the current PDC teaching manual and student workbooks to promote increased student engagement. These resources offer instructors strategies of gaining student attention, managing behavior and disruptions within the classroom, tailoring the content to individual youth learning styles, and promoting critical reflection and peer teaching and learning.
This paper describes a pilot evaluation of those resources begun in the fall of 2014 and continued in early 2015 in afterschool sites in both Tennessee and California.
Methods
We will compare and contrast quantitative and qualitative results across multiple student cohorts over time offered in several sites in Tennessee and California. We also will gather feedback from program instructors and volunteer facilitators about their perceptions of utility, youth engagement, and program improvement.
Results and Discussion
The results will be synthesized across sites and presented. The presenters will engage the audience in an interactive discussion about our approach and results, particularly related to building capacity in community-based afterschool settings to deliver effective prevention programs.