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dc.contributor.authorBaker, Carrie
dc.date.accessioned2012-10-11T11:43:13Z
dc.date.available2012-10-11T11:43:13Z
dc.date.issued2012-10-11
dc.identifier.urihttp://hdl.handle.net/10464/4114
dc.description.abstractAmongst a host of other benefits, proper physical education has the possibility to create a safe place where responsibility can be transferred from the teacher/facilitator, to the student. This is especially true with an underserved population. This critical program evaluation of the program CHARM was done for the purpose of program improvement. This research was a place for participants to share their experiences of the program. The participants were 5 underserved youth, 5 undergraduate students, 3 teachers and 1 graduate student. Observations, interviews, and document analysis were used to gather data. Data was analyzed using a first level read-through, and two second-level analyses. Summaries were written, and cross-case analyses were completed. The main finding of the research was the development of a Handbook, which is a guide to running the program. Secondary findings include issues of program structure, goal setting, meaningful relationships, roles, SNAP, and an outlier in the data.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectUnderserved youthen_US
dc.subjectPhysical educationen_US
dc.subjectTeaching personal and social responsibilityen_US
dc.titleThe Mirror Room Project: A Critical Ethnographic Program Evaluation of a Teaching Personal and Social Responsibility Based Youth Development Programen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US
dc.embargo.termsNoneen_US


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