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National household education surveys program of 2005 : after-school programs & activities--2005.
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Year: 2006 Publisher: [Washington, D.C.] : United States Dept. of Education, National Center for Education Statistics,

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Physical activity and learning after school : the PAL program
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ISBN: 1462532721 Year: 2018 Publisher: New York, New York ; London, [England] : The Guilford Press,

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Changemakers! : practitioners advance equity and access in out-of-school time programs
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ISBN: 1641136227 9781641136228 9781641136204 9781641136211 Year: 2019 Publisher: Charlotte, North Carolina : Information Age Publishing, Inc.,

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"A foundational tenet of the Out-of-School Time (OST) field is that all youth deserve impactful and engaging learning experiences. That requires that organizations, programs, and OST professionals remain responsive to the emerging needs of their diverse youth population and the communities in which they live. This book illustrates the tensions that arise when organizations and OST professionals try to engage all youth, especially the underserved - when infrastructure, funding, and mindsets have not kept pace with the evolving needs of youth and their communities. The issues raised in this book - funding, outreach, engagement of immigrant families - have yet to be fully explored with an equity lens. Within these broad topics, this book will bring to the surface the equity and access challenges as well as posit solutions and strategies. Each chapter is written from an insider's perspective, by practitioners themselves, who articulate some of the key, and relevant issues in the field. Each chapter ends with a Research-Practice Connection section written by the editors, which discusses the topic from a research lens, and generates a set of questions that can be used by researchers in future studies to explore the topic in a more in-depth, and expansive manner"--


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What are you doing after school?
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Year: 2007 Publisher: Silver Spring, MD : U.S. Dept. of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Family and Youth Service Bureau,

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The evaluation of enhanced academic instruction in after-school programs.
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Year: 2008 Publisher: [Washington, D.C.] : U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance,

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Afterschool programs.
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Year: 2010 Publisher: [Washington, D.C.] : Office of Juvenile Justice and Delinquency Prevention,

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Great afterschool programs and spaces that wow!
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ISBN: 1605542547 9781605542546 Year: 2013 Publisher: St. Paul, Minnesota : Redleaf Press,

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Unique resource that outlines the many aspects of designing quality physical, temporal, and interactive out-of-school-time environments for school-age children.


Book
Promoting physical activity and healthy nutrition in afterschool settings : strategies for program leaders and policy makers.
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Year: 2006 Publisher: Washington, D.C. : U.S. Dept. of Health and Human Services, Administration for Children and Families, Child Care Bureau,

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The evaluation of enhanced academic instruction in after-school programs.
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Year: 2009 Publisher: [Washington, D.C.] : U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance,

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Taking science home : reflexivity on becoming a teacher insider in an afterschool science program
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ISBN: 9463512330 9463512314 Year: 2018 Publisher: Leiden : Brill Sense,

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This book narrates two teachers’ experiences creating and leading an elementary after-school science program at a public housing authority. The narrative employs a reflexive ethnographic approach to examine the reflections of each teacher during one academic year. The book explores the teachers’ understandings of socially just teaching, their pedagogical transformations, and a vision of how science as a discipline was important in terms of enacting a culturally sustaining pedagogy. The reflexive ethnographic perspective enables consideration of the implications of teachers’ positionality in teaching science to marginalized and/or underrepresented students in informal learning contexts. Through these examinations, the book explains how collaboration was vital in the teachers’ efforts to become insiders in the setting and engage in culturally sustaining pedagogy. The book also narrates the teachers’ development leading to articulation of a framework identified as the zone of pedagogical potential. Finally, the book uses the teachers’ reflections to consider the affordances of learning science. The book concludes with a discussion of the implications from this research for promoting equitable practices in informal settings, as well as the potential for those practices being useful in formal settings. Thus, the book should be of interest to researchers, teachers, educators, and students of education and in particular science education.

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