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Download full textGandarilla, Maria; O'Donnell, Julie – Afterschool Matters, 2014
With 8.4 million children in the U.S. spending an average of eight hours a week in afterschool programs, afterschool providers are an important part of the network of caring adults who can help to keep children safe. In addition, afterschool staff are "mandated reporters." Whether or not the laws specifically mention afterschool staff,…
Descriptors: Child Safety, Child Abuse, After School Education, After School Programs
Bevan, Bronwyn; Michalchik, Vera – Afterschool Matters, 2013
Afterschool programs are currently conceptualized in two ways. One is represented by "expanded learning," which includes a wide range of content-rich opportunities in the hours outside of school, including summer camps. The operating assumption is that, in structured out-of-school time (OST) programs, children can learn concepts or develop…
Descriptors: Achievement Tests, After School Programs, STEM Education, After School Education
Cooper, Benjamin – Afterschool Matters, 2013
This article examined the literature on best practices in content-specific professional development and then aligns this work with the practices of a citywide afterschool chess program run by After School Activities Partnerships (ASAP) in Philadelphia. School teachers, out-of-school time (OST) staff, and youth workers readied themselves to think…
Descriptors: Best Practices, Faculty Development, After School Education, Staff Development
Schwalm, Jason; Tylek, Karen Smuck – Afterschool Matters, 2012
Citywide implementation of project-based learning highlights the benefits--and the challenges--of promoting exemplary practices across an entire out-of-school time (OST) network. In summer 2009, the City of Philadelphia and its intermediary, the Public Health Management Corporation (PHMC), introduced project-based learning to a network of more…
Descriptors: Active Learning, Student Projects, Program Implementation, Program Descriptions
Surr, Wendy – Afterschool Matters, 2012
This article describes a new paradigm for accountability that envisions afterschool programs as learning organizations continually engaged in improving quality. Nearly 20 years into the era of results-based accountability, a new generation of afterschool accountability systems is emerging. Rather than aiming to test whether programs have produced…
Descriptors: Accountability, Educational Environment, After School Education, After School Programs
Schamper, AnnMarie – Afterschool Matters, 2012
During the author's first year of teaching, she connected with her students and their families but hardly talked with anyone outside her grade level, which is kindergarten. As she started her second year of teaching, she reached out to communicate with other professionals. She also became a part of the Afterschool Matters Practitioner Research…
Descriptors: Teacher Collaboration, Collegiality, After School Education, After School Programs
