Search Results

Refine Your Search

Learning Environment

Content Source

Displaying Results 11 - 20 of 157
  • Date: 09/01/2015
    Resource Category: Peer-reviewed article
    The executive director of the Robert Bowne Foundation reflects on its decades of support for youth development programs. ... »
  • Date: 04/01/2015
    Resource Category: Peer-reviewed article
    Challenge seeking is an important component of children’s personal and academic development. Defined in this paper as a set of beliefs and behaviors that propels individuals to initiate and persist at difficult ventures, challenge seeking is a key indicator of mastery goal orientation. This orientation has been linked with a number of positive and ... »
  • Date: 04/01/2015
    Resource Category: Peer-reviewed article
    Positive youth development and youth organizing are strengths-based approaches to the lives, needs, and contributions of young people (Damon & Gregory, 2003). These approaches privilege the voices of youth as they engage with issues in their communities and challenge institutions to respond. Few studies, however, have explored the role of ... »
  • Date: 04/01/2015
    Resource Category: Peer-reviewed article
    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce & ... »
  • Date: 04/01/2015
    Resource Category: Peer-reviewed article
    Structured afterschool programs are often perceived as a service for young children only. Communities often overlook teenagers, expecting more substantial benefits from investments in programs for younger children (Hall & Gruber, 2007). Of about 8.4 million children participating in afterschool programs nationwide, only 1 million are high ... »
  • Date: 04/01/2015
    Resource Category: Peer-reviewed article
    The afterschool hours offer children unscripted and flexible time to explore their spaces and interests so they can learn in and from their surroundings. They engage with the world, exploring natural environments and connecting with others through social relationships. For example, during informal fútbol games with friends, children learn how to ... »
  • Date: 04/01/2015
    Resource Category: Peer-reviewed article
    What is “the truth” about out-of-school time (OST) work with boys and young men of color (BYMOC)? How has the literature that documents the increasing public consciousness of this work influenced program centers and policy debates? Recent local and national attention on the crisis facing BYMOC has contributed many insights to this discussion. ... »
  • Date: 04/01/2015
    Resource Category: Peer-reviewed article
    Across the U.S., youth development approaches are being tested in out-of-school time programs as a strategy to combat the growing opportunity gap between privileged and underprivileged youth (Gardner, Roth, & Brooks-Gunn, 2009). Along with increased recognition of the value of youth development programming has come increased financial support ... »
  • Date: 11/01/2014
    Resource Category: Research Products
    This article describes discussions about the relationship between afterschool programs and the Common Core Standards at a networking meeting sponsored by the Robert Bowne Foundation for out-of-school time (OST) providers in New York City in the fall of 2013. The meeting was entitled "Introducing the Common Core Learning Standards: What Are They? ... »
  • Date: 11/01/2014
    Resource Category: Peer-reviewed article
    This article describes an educator's experience in engaging reluctant male students in writing by leading an afterschool writing program. Write After School offers choice within structure and encourages interaction in ways designed to engage reluctant writers, allowing them to choose their own topics, receive feedback, and talk about their work. ... »

Pages