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resource research Public Programs
This article discusses competing models of afterschool programming. It points out the weaknesses of the additive model and concludes that the contextual model is advantageous in fostering STEM learning environments. It encourages cross-setting approaches in the design, development, and documentation of out-of-school activities.
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resource research Public Programs
Analysis of the Harvard Family Research Project’s database of program evaluations suggests ways community-based afterschool programs can negotiate with schools to share financial, physical, social, and intellectual resources.
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TEAM MEMBERS: Christopher Wimer Margaret Post Priscilla Little
resource research Public Programs
Independent, Community-Based Organizations are threatened by the recent movement, supported by government money, to place after school programs in the same schools children attend all day. This article emphasizes the difference between community-based and school-centric afterschool programming.
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TEAM MEMBERS: Susan Ingalls
resource research Public Programs
By designing accountability systems that fully embrace the notion of afterschool programs as learning organizations and by using research from organizational development, education, and youth development to create effective learning environments, funders and sponsors can help programs to improve quality—and therefore, to succeed in their goal of achieving better outcomes for young people.
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TEAM MEMBERS: Wendy Surr
resource research Public Programs
This study investigated the ways in which the Science Mentoring Project, an afterschool program with a youth development focus and mentoring component, helped fifth-grade participants develop key competencies in five areas: personal, social, cognitive, creative, and civic competencies. Development of these competencies, in turn, positively affected participants’ school experiences. Using program observations, teacher interviews, student surveys, a student focus group, and mentor feedback forms, researchers studied how—not just whether—the project’s youth development activities affected school
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TEAM MEMBERS: Cheri Fancsali Nancy Nevarez
resource research Public Programs
This article examines afterschool science in light of the National Research Council’s comprehensive synthesis report on promoting science learning in informal environments (NRC, 2009). We present the results of our analysis of qualitative case studies of nine state-funded afterschool sites in California, discussing the strengths of these programs against the background of three key site-based constraints—time available for science, staff’s science backgrounds, and instructional materials—as well as the importance of partnerships with outside organizations to support sites in overcoming these
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TEAM MEMBERS: Patrik Lundh Ann House Barbara Means Christopher Harris
resource research Public Programs
A study of high-quality youth arts programs, supported by the literature on sustainability, suggests strategies out-of-school time (OST) programs can use to build a solid financial foundation.
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TEAM MEMBERS: Christine Proffitt
resource research Public Programs
Field notes from a study of a family support program for African immigrants reveal some of the challenges faced by these parents and their adolescent children.
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TEAM MEMBERS: Michelle Porche
resource research Public Programs
In the juvenile justice reform movement, the principles of youth organizing can help bridge the gap between the goals of social justice and individual youth development.
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TEAM MEMBERS: Ruben Austria
resource research Public Programs
This article examines a major staffing challenge in out-of-school time programs--attracting and retaining part-time staff who can be relied upon to deliver high quality programming.
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TEAM MEMBERS: Ron Asher
resource research Public Programs
Multilingual and multimodal literacy practices in a out-of-school migrant education program support Cambodian (ethnic Khmer) youth in using diverse modes of communication, revealing the intimate connections among literacy, language, culture, and identity.
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TEAM MEMBERS: Theresa McGinnis
resource research Public Programs
After school programs are uniquely suited to encouraging the kinds of sustaining “work” that help children develop their special abilities and a sense of identity.
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TEAM MEMBERS: Lena Townsend