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ISBN: 083303734X 0833040642 1598753959 9780833037343 9781598753950 9780833040640 Year: 2005 Publisher: Santa Monica, CA Rand Corp.
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Presents the findings of a broad-ranging literaturereview intended to identify, frame, and assess relevant issues concerningeffective out-of-school-time (OST) programs. Drawing on recent studies theauthors identify and address the level of demand for OST services, theeffectiveness of offerings, what constitutes quality in OST programs, how toencourage participation, and how to build further community capacity.
School-age child care. --- School-age child care --- After-school programs --- After-school education --- Afterschool programs --- Education
Book
ISBN: 9780262311984 0262311984 9780262311977 0262311976 9780262518246 0262518244 Year: 2013 Publisher: Cambridge, Mass. : MIT Press,
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Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In "Learning at Not-School," Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these "not-school" settings. Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of "learning-to learn"--That relate to analyses of language and technology. And he considers other forms of in-formal learning--in the home and in leisure activities--in terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non-US-based studies, highlighting core conceptual issues and identifying what we often take for granted. Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. Sefton-Green's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work. (Contains 17 notes.).
After-school programs --- Learning --- Comparative education. --- EDUCATION/Digital Media & Learning --- EDUCATION/General --- Education, Comparative --- Education --- Learning process --- Comprehension --- After-school education --- Afterschool programs --- History
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ISBN: 0833050540 0833050486 9780833050540 9780833050489 9780833050496 0833050494 0833051024 9780833051028 Year: 2010 Publisher: Santa Monica, CA Rand
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The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems. The first in this three-volume series describes the cities' early work under the grant and analyzes the conditions and activities that contributed to their progress in building a coordinated system of services to meet the initiative's goals.
After-school programs --United States --Case studies. --- School improvement programs --United States --Case studies. --- Summer school --United States --Case studies. --- After-school programs --- Summer school --- School improvement programs --- Education --- Social Sciences --- Education, Special Topics --- Summer schools --- After-school education --- Afterschool programs --- Schools --- University extension
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ISBN: 0472126202 0472131648 Year: 2020 Publisher: Ann Arbor, Michigan : University of Michigan Press,
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On weekday afternoons, dismissal bells ring at thousands of schools across the country. These bells signal not just the end of the school day but also the beginning of another important enriching activity: federally funded after-school programs offering tutoring, homework help, and basic supervision. After-school care reflects major shifts in social policy towards social services that support youth development and help low-income parents maintain employment. The scope of after-school programs has grown significantly in the last two decades-- nearly one in four low-income families enroll a child in an after-school program. Beyond sharpening students' math and reading skills, these programs also teach important lessons to parents. In a remarkable turn of events--especially given the long history of social policies that leave recipients feeling policed, distrusted, and alienated--government funded after-school programs have quietly become powerful forces for political and civic engagement. Using ethnographic accounts of three organizations, Carolyn Barnes reveals how interactions with government funded after-school programs can enhance the civic and political lives of low-income citizens. Reversing the "gatekeeping" design of most programs targeting low-income citizens, after-school policy shifts power away from organizations and bureaucrats and puts it back into the hands of parents. After-school policy design rewards the inclusion of low-income parents--in program participation and decision-making--and elevates their status to parent-citizens.
Public welfare --- Welfare state --- State, Welfare --- Economic policy --- Social policy --- State, The --- Welfare economics --- Low-income parents --- Low-income students --- Children with social disabilities --- After school programs --- Political activity --- Education --- Social aspects --- After-school education --- Afterschool programs --- Poor students --- Students --- Poor parents --- Parents --- Politics --- government --- low income families --- welfare state
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ISBN: 0833051253 0833051245 9780833051240 9780833051257 Year: 2010 Publisher: Santa Monica, CA RAND
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This report presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. A nonreligious program, SFK seeks to build resilience in children. Interestingly, the authors found that the program positively affected not just social and internal outcomes but also school-related outcomes, even though SFK is not an academic intervention.
After-school programs -- Florida -- Evaluation. --- Child development -- Florida -- Evaluation. --- Educational evaluation. --- Interpersonal relations -- Florida. --- Social skills -- Study and teaching (Elementary) -- Activity programs. --- After-school programs --- Social skills --- Child development --- Interpersonal relations --- Educational evaluation --- Education --- Social Sciences --- Education, Special Topics --- Evaluation --- Activity programs --- Study and teaching (Elementary) --- Evaluation. --- Activity programs. --- Ability, Social --- Competence, Interpersonal --- Competence, Social --- Interpersonal competence --- Skills, Social --- Social ability --- Social competence --- Human relations --- Interpersonal relationships --- Personal relations --- Relations, Interpersonal --- Relationships, Interpersonal --- Social behavior --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Child study --- Children --- Development, Child --- After-school education --- Afterschool programs --- Development --- Life skills --- Social interaction --- Socialization --- Social psychology --- Object relations (Psychoanalysis) --- Developmental biology --- Developmental psychobiology --- Child rearing
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