Browsing by Subject "4-H programs"

Now showing 1 - 5 of 5
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    Adolescent Patterns of Participation in Sherburne and Wright County 4-H
    (2010) Rosendahl, Harlan; Rauschenfels, Diane; Hyman, Randy
    Adolescent Patterns of Participation in Sherburne and Wright County 4-H was a replication study of the Tufts University study in 2005-2007 that measured the “5Cs” of positive youth development in young adolescents in grades 5, 6, and 7. This replication study was done with older adolescents in grades 10, 11, 12, and 13 in the Sherburne and Wright County 4-H program. The “5Cs” of positive youth development were connection, competence, character, caring, and confidence. The subjects rated questions about the “5Cs” in the survey. Roth (2004) suggested that positive youth development programs needed to increase the levels of the “5Cs" in the youth participating in the program. A product of a positive youth development program like 4-H, would be to instill the characteristics of the “5Cs” in youth. As youth develop these characteristics, they grow to become good citizens. This would be one way the 4-H program could provide public value. The results of this survey allowed comparisons to be made between the Tufts study and this study.
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    Developing Youth Leadership and Its Importance in Youth Organizations
    (2010) Ammann, JoAnn M; Rauschenfels, Diane; Hyman, Randy
    Developing youth leadership and its importance in youth organizations is a quantitative study that involves 47 Nobles County 4-H members and adult leaders, who actively participate in the 4-H program and other youth leadership organizations. It represents results of a study within a small outreach in Nobles County, which resides in Southwestern Minnesota. It was the researcher’s intent that the study noted leadership qualities that were gained from involvement in extracurricular activities including 4-H.
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    Effective 4-H Volunteer Management
    (2010) Sandager, Nancy; Rauschenfels, Diane; Hyman, Randy
    This mixed methods research study gathered data from members, parents, and adult volunteers associated with the Rock County Minnesota 4-H program. The purpose of this research was to identify characteristics of volunteers and to determine possible areas needing improvement in the management of the program's volunteers. Separate questionnaires were sent to youth and adults involved with the program. The adult results were analyzed to see if any demographic variables relate to volunteer service, and to establish themes from responses regarding motivation, training, recognition, and enrollment. The youth results were used to identify the characteristics associated with effective leaders and to compare these with the adult responses. The data gathered contributes to the body of research about volunteers, and more specifically, about 4-H volunteers. Comparing this data with county demographics offers insight into potential areas to target for volunteer recruitment.
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    Life Skills Gained from Involvement in 4-H & Other Out-of-School Time Activities
    (2010) Reith, Crystal; Riordan, Kim; Rauschenfels, Diane
    McLaughlin (2000) states, “Young people with nothing to do during out-of school hours miss valuable chances for growth and development” (p. 2). It is important that youth organizations utilize this time to strengthen the life skills of area adolescents. In this quantitative study, life skills from Hendrick’s Targeting Life Skills Model (1998) were rated by youth involved in the 4-H program and other out-of-school time (OST) activities. Youth included in this research project were from Cottonwood County, which is located in southwestern Minnesota. The results allowed comparisons to be made on which life skills youth perceive to have gained the most and least.
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    Middle School Youth Perceptions of an International Education after-School 4-H Program
    (2010) Coit, Valerie; Rauschenfels, Diane; Hyman, Randy
    A series of seven focus groups were conducted to determine the perceptions of middle school youth on international education via after-school 4-H programming. Twenty-nine students in grades six, seven and eight participated by responding to an identical set of questions designed to encourage group discussion. The participants indicated little familiarity with international education concepts outside of language learning, expressed little interest in learning cross-cultural skills and any type of after-school program that incorporated elements typical of a classroom experience. They expressed a preference for programs that would allow them to focus on interests like sports and the arts. Their perceptions of 4-H indicated little knowledge of the program. However, this unfamiliarity did not carry a negative connotation. These results suggest that educators should ensure after-school programs offer experiences distinctly different from the typical classroom. If focused on international education, programs should provide meaningful opportunities to interact with people from other cultures and explore topics of interest to youth rather than factual information about other countries. These types of programs need to be promoted in a way that aligns with the interests of young people as simply learning cross-cultural skills is not viewed as a need or priority by teens.