A program that teaches middle-school Latinas to program their own computer games seeks ways of overcoming the growing shortfall of both Latinos and women in IT education and careers.
This study focuses on the combined role of zoos and an out-of-school-time program focused on environmental issues in influencing children’s relationship with and sense of responsibility toward animals and the environment.
By emphasizing work-based learning, youth programs can not only meet their youth development goals but also prepare young people for success in the knowledge economy of the 21st century.
The notorious achievement gap for Latina/o youth can’t be explained only by ethnic and socioeconomic factors—and can’t be overcome by schools alone. Out-of-school time programs can also make a difference. The question is, how much of a difference can they make, and for which young Latinas/Latinos?
Professional development, training, workshop, technical assistance—from program to program or region to region, these can mean the same, or quite different, things. Let’s start a conversation toward consensus in the out-of-school time (OST) field on common definitions of our professional development terms.
Building on—ratherthan trying to overcome—the unique characteristics of early adolescence, Vermont’s 21st Century Community Learning Centers are using the “five Rs of program design” to improve middle schoolers’ attendance and youth development outcomes.
Afterschool programs that strive to be inclusive should remember to welcome participants with disabilities. A new instrument can help afterschool programs determine how well they are doing at including kids with disabilities and assess whether those providing the services—leaders and staff—overestimate their organization’s inclusiveness as compared to those who use the services.
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.
DATE:
TEAM MEMBERS:
Kristi PalmerStephen AndersonRonald Sabatelli
Practitioner research fellowships help transform out-of-school-time practitioners from consumers of others’ research to makers of knowledge based on their own experience and practices.
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TEAM MEMBERS:
Sarah HillSusan Matloff-NievesLena Townsend
Afterschool Matters interviews Kennise Farrington, a September 2009 senior at John Bowne High School in Queens, out-of-school time rowing in Meadow Lake, Queens.