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resource research Public Programs
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 Schultz Edward Brockenbrough Jaskiran Dhillon
resource research Public Programs
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.
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TEAM MEMBERS: Mira-Lisa Katz
resource research Public Programs
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.
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TEAM MEMBERS: Mollie Blackburn
resource research Public Programs
This article addresses the ways in which an afterschool theater program creates an experience which builds confidence and encourages authentic work on the part of young people. It provides guidelines for practitioners for creating an atmosphere where learning can thrive.
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TEAM MEMBERS: Carol Macy
resource research Public Programs
This article from Afterschool Matters explores the challenge of engaging boys in writing. Loeper examines the difference between "engagement" and "flow", providing generalizable lessons for fostering engagement in out of school time activities.
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TEAM MEMBERS: Rachel Loeper
resource research Public Programs
Research on middle school participants’ engagement in afterschool programs shows that such programs often serve as developmental contexts for promoting “flow” experiences. Compared to when they are in other settings after school, participants in afterschool programs are more likely to experience high concentrated effort and intrinsic motivation, experiences consistent with Csikszentmihalyi’s concept of flow. Organized sports, arts enrichment, and academic enrichment activities were found to be particularly engaging program activities, in contrast to homework completion. The importance of high
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TEAM MEMBERS: David Shernoff Deborah Vandell
resource research Public Programs
While much of the current concern over the literacy development of low- and moderate income children focuses on schools (and, to a lesser degree, on parents), many observers are arguing for a role for other institutions. In particular, funders are turning to afterschool programs to address this critical developmental task. This paper explores the roles afterschool programs can and do play in the literacy development of low-income children, drawing on surveys and observations of afterschool programs in Chicago, New York, and Seattle.
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TEAM MEMBERS: Robert Halpern
resource research Public Programs
A personal essay by a former public school teacher in the Teach for America program highlights the differences between school and afterschool education.
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TEAM MEMBERS: Lily Rabinoff-Goldman
resource research Public Programs
The common but under-researched practice of hiring participants as afterschool program staff presents unique challenges but has clear advantages for programs, participant staff members, and communities.
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TEAM MEMBERS: Susan Matloff-Nieves
resource research Public Programs
Studies of the effects of afterschool programs on student learning have yielded equivocal findings. This paper argues that such findings stem from weak conceptualizations of the relationship between afterschool programming and learning. The authors use socio-cultural learning theory to reveal specific dimensions of afterschool programs that have positive impact on learning, drawing on almost 200 documents from the afterschool literature to substantiate and elaborate these dimensions. Findings illuminate why afterschool programs that provide “more school after school” significantly limit
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TEAM MEMBERS: Meredith Honig Morva McDonald
resource research Public Programs
Few studies focus on afterschool interventions for Asian-American young people. This article presents research documenting effects of afterschool participation on high school students from Hmong communities with implications for policy and practice.
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TEAM MEMBERS: Kimberley Boyer Susan Tracz
resource research Public Programs
Awareness of the value of community youth arts could help support more formal partnerships between arts learning and afterschool organizations.
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TEAM MEMBERS: Lori Hager