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resource research Public Programs
If afterschool is to become a system at the program level and a profession at the staff level, the field needs to examine requirements resulting from differing perspectives as well as the cohesive approaches to afterschool regulation in some states. Afterschool practitioners, agency officials, advocates, and other stakeholders around the country are working to identify the competencies program staff need and creating systems to support their professional growth. Understanding the requirements of different oversight sources, the perspectives that can divide them, and the common mission that
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TEAM MEMBERS: Patricia Cole
resource research Public Programs
This article is review of Robert Halperin's 2006 book "Critical Issues in Afterschool Programming," which presents four monographs that examine issues central to the development of the field: the role of afterschool programs in supporting literacy development and fostering the physical well-being of children, the challenge of building a system of afterschool education, and the question of appropriate expectations.
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TEAM MEMBERS: Ivana Espinet
resource research Public Programs
Growing public and policy interest in the use of afterschool time has led to a need for research methods that allow investigators and stakeholders to examine and refine program models and activities. The case study method offers promise for afterschool research, but case study models must be refined in order to adequately study afterschool programming, which is characterized by collaboration among numerous stakeholders. “The Four Cs”—collaboration, communication, content, and coherence—provide one such framework. This method allows researchers who study afterschool education to respect its
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resource research Public Programs
Afterschool Matters talked with Sylvia Lyles, Ph.D., program director of the Academic Improvement Programs Group in the Office of Elementary and Secondary Education at the U.S. Department of Education in Washington, DC., about providing high-quality learning experiences for children and youth.
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TEAM MEMBERS: Sylvia Lyles
resource research Public Programs
An afterschool program struggles to foster kindness and civility among youngsters whose environment too often fails to promote such values.
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TEAM MEMBERS: Kirsten Cole
resource research Public Programs
Principal involvement is a critical component of schoolbased afterschool programming. A logic model of six potential roles principals can play in afterschool programs offers a basis for consensus between principals and afterschool coordinators on this vital issue.
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TEAM MEMBERS: Lanya Samuelson
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
resource research Public Programs
A school-day teacher discovers how collaboration with her afterschool counterpart benefits their students.
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TEAM MEMBERS: Annmarie Schamper
resource research Public Programs
Afterschool Matters interviews Kennise Farrington, a September 2009 senior at John Bowne High School in Queens, out-of-school time rowing in Meadow Lake, Queens.
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TEAM MEMBERS: Kennise Farrington
resource research Public Programs
This article follows the New York State Afterschool Network (NYSAN) as it develops a framework for program quality and related assessment tools. It suggests ways in which this framework can be useful to afterschool practitioners, technical assistance professionals, intermediaries, and policymakers nationwide.
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TEAM MEMBERS: Jennifer Siaca
resource research Public Programs
The article focuses on the creation and development of an interactive science museum by middle level students as part of informal science education in the U.S. The said project which primarily targets fifth-grade students aimed at maximizing the active engagement of a learner during his or her experience. It also promotes the minimization of lecture-laden instruction while maximizing an experience-based learning system. The project which is adopted in the late part of 2006 help students to review and synthesize information, collaborate with peers, and specialize science topics.
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TEAM MEMBERS: Jeff Marshall
resource research Media and Technology
This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust science-related understandings within local communities. The three empirically- derived design guidelines are: (1) Facilitate participation in disciplinary conversations and practices within personally-relevant places, (2) Amplifying observations to see
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TEAM MEMBERS: Heather Zimmerman Susan Land