Skip to main content

Community Repository Search Results

resource research Public Programs
African-American adolescent girls who expressed little interest in literacy activities nevertheless enthusiastically engaged in reading and writing around a topic that mattered to them—doing hair—particularly when they were allowed to determine the format of the literacy activities. The program aimed to carve out free spaces for self-directed learning.
DATE:
TEAM MEMBERS: Daneel Edwards
resource research Media and Technology
A unique afterschool class in making comic strips and comic books, taught by a professional comic artist, encourages both literacy development and identity development in adolescent participants.
DATE:
TEAM MEMBERS: Sarita Khurana
resource research Public Programs
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.
DATE:
TEAM MEMBERS: Julie Maxwell-Jolly
resource research Public Programs
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.
DATE:
TEAM MEMBERS: Mary Cipollone
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.
DATE:
TEAM MEMBERS: Mollie Blackburn
resource research Public Programs
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 These results point to the need for increased examination of the link between in-school and out-of
DATE:
TEAM MEMBERS: Rebecca London Oded Gurantz Jon Norman
resource research Media and Technology
Over the past three years, hundreds of community-based afterschool comic book clubs have been launched in cities across the United States. These clubs have drawn in thousands of underserved youths in grades 1–12. In these clubs, children plan, write, sketch, design, and produce original comic books and then publish and distribute their works for other children in the community to use as learning and motivational tools. This synthetic and analytic research project explores the dynamics, outcomes, and impacts of afterschool comic book clubs.
DATE:
TEAM MEMBERS: Michael Bitz
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.
DATE:
TEAM MEMBERS: Rachel Loeper
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.
DATE:
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.
DATE:
TEAM MEMBERS: Lily Rabinoff-Goldman
resource research Public Programs
A school-day teacher discovers how collaboration with her afterschool counterpart benefits their students.
DATE:
TEAM MEMBERS: Annmarie Schamper
resource research Informal/Formal Connections
The article discusses an effective physical science center, which can be incorporated on the reading instructions of teachers, the inclined plane center, that helps enhance science teaching. It mentions that to create an inclined plane center, one must collect various objects that roll, slide and wobble and wooden cove molding for the tracks. The author thinks that it is not necessary to understand everything about force and motion, what is important is offering students with opportunities for concrete experiences.
DATE:
TEAM MEMBERS: Beth Van Meeteren Lawrence Escalada