Prime Time Palm Beach County has implemented a quality improvement system that is creating a community of afterschool practitioners who value high-quality programming.
Responding to the expressed needs of the field, the U.S. Department of Education is building You for Youth (Y4Y), an online learning community whose modules will enhance the professional development of afterschool practitioners and program managers.
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.
Single-sex empowerment groups can help boys from disadvantaged backgrounds make healthy choices. What qualities does an adult leader need to facilitate boys’ empowerment?
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 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.
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
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.