Out-of-school time (OST) programs can benefit the growing population of English learners in U.S. public schools by giving them the gift of time in which to learn both English and subject matter content.
This paper outlines the need for sustainable, scalable afterschool computer science programs targeting girls and describes the development of one such curriculum. Evaluation research on girls’ learning of computer science and on the capacity of afterschool staff and organizations to provide computer science programming leads to our description of a research-based approach to sustaining and scaling the program nationally—an approach that other programs might use to expand their reach and impact.
Drugs and alcohol, free time and empty houses are readily available in affluent communities. But positive role models and meaningful activities are often in short supply.
In recent years, afterschool programs have come to be envisioned as sites for addressing the failure of urban schools to provide adolescents with the requisite skills and knowledge to participate in a rapidly shifting social, political, and economic landscape. The purpose and nature of such educational endeavors has taken many varied forms, as a growing number of stakeholders become invested in shaping the direction and implementation of afterschool programming. However, youth, as the recipients of these programs, have rarely been looked to as sources of experiential knowledge about the
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TEAM MEMBERS:
Katherine SchultzEdward BrockenbroughJaskiran Dhillon
Dance classes provide a model for afterschool and in-school education where multiple, “embodied” modes of teaching and learning enhance development and where risk-taking is rewarded rather than punished.
Pairing age-appropriate novels with thematic units on the civil rights movement and the presidential election allows one afterschool practitioner to bring democracy to life for inner-city middle school students.
The author’s “Nana” was grandmother to an entire neighborhood of children. Today, her afterschool program fulfills a similar set of needs for 21st century children and their parents.
This article describes the way that an afterschool center and school begin to collaborate, using the analogy of moving from friendship to dating and marriage.
Adult facilitators in afterschool programs can work with LGBTQ youth to construct a safe space in which the youth can validate their identities in the process of doing literacy work.
This study uses an innovative data source--the Youth Data Archive--to follow elementary and middle school students from a single school district over four academic years to discern any links between their afterschool program participation and English language development. Students attending the program had greater rates of gain in English development, but they did not necessarily achieve proficiency gains or redesignation as "fluent English proficient" sooner than non-participating students. These results point to the need for increased examination of the link between in-school and out-of
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TEAM MEMBERS:
Rebecca LondonOded GurantzJon Norman
A review of studies on what constitutes high-quality afterschool programming concludes that the field is reaching consensus on its definitions of quality— which means that funders, policymakers, and providers increasingly have a sound basis on which to make informed decisions.
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TEAM MEMBERS:
Kristi PalmerStephen AndersonRonald Sabatelli