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Garst, Barry A.; Erceg, Linda E.; Walton, Edward – Journal of Applied Research on Children, 2013
Background: Camp experiences contribute to a range of positive developmental youth outcomes, but camp experiences also pose a risk for youth because of potential exposure to injuries and illnesses. The camp community has lacked both a methodology and effective benchmarks for injury and illness monitoring. Furthermore, camp-related policy…
Descriptors: Injuries, Diseases, Safety, Intervention
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Garst, Barry A.; Ozier, Lance W. – Journal of Experiential Education, 2015
Many children experience summer learning loss during the summer as measured by grade-level equivalents on standardized tests. Camp-based reading programs are a promising strategy to reduce summer learning loss. Situated within a positive youth development (PYD) theoretical approach, this study explored the efficacy of a U.S. camp-based reading…
Descriptors: Reading Programs, Day Camp Programs, Summer Programs, Youth Programs
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Garst, Barry A.; Baughman, Sarah; Franz, Nancy K.; Seidel, Richard W. – Journal of Experiential Education, 2013
Research suggests that family camp experiences can enhance family relationships. Families often participate in family camp experiences for a vacation, as part of a therapeutic and/or intervention strategy, or to gain general enrichment or engagement. To better understand the impacts of family camp experiences on family functioning, a mixed-methods…
Descriptors: Family Relationship, Intervention, Mixed Methods Research, Parenting Skills
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Frost, Janet Hart; Wiest, Lynda R. – Mathematics Educator, 2007
Females, students of color, and students of low socioeconomic status (SES) are often underserved or marginalized in mathematics education. However, some instructional approaches and intervention programs have been shown to educate these students more equitably. This study examines how girls of diverse racial/ethnic and socioeconomic backgrounds…
Descriptors: Mathematics Education, Intervention, Student Attitudes, Females