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ERIC Number: ED481931
Record Type: Non-Journal
Publication Date: 2002-Sep
Pages: 60
Abstractor: N/A
Project-Based and Experiential Learning in After-School Programming.
Seidel, Steven; Aryeh, Laura; Steinberg, Adria
As Boston and other cities across the nation enter a second decade of education reform, the attention of school and community leaders, as well as of parents, is turning to the learning potential provided by after-school hours. This paper explores the potential role of project-based and experiential learning in transforming the learning opportunities in the after-school setting. Section 1 of the paper reviews current debates over the "what" and "how" of learning in the after-school hours and describes project-based learning and why it is desirable from the point of view of children, their teachers, mentors, and parents, as well as from the perspective of learning theorists and researchers. Section 2 focuses on effective practices, providing snapshots of several after-school projects nationwide and in Boston and unpacking these to arrive at "symptoms" or criteria of effective projects. Section 3 takes up the challenges of incorporating these learning strategies successfully into the after-school hours, in particular examining what it will take to help Boston after-school staff in this effort. The paper points out that the conceptual and practical challenges involved in moving Boston's after-school settings toward a culture of learning and a sustained curriculum of "project-like" experiences for children from 5 years to adolescence are formidable. The paper concludes with recommendations for action and for further study within the next 2 years in Boston. Seven appendices include a list of individuals interviewed; a list of relevant publications, Web sites, and videos; and a 14-item bibliography. (KB)
Project Zero, Harvard Graduate School of Education, 124 Mount Auburn Street, 5th Floor, Cambridge, MA 02138. Tel: 617-495-8754; Fax: 617-495-9709; Web site: For full text: Research/Project Zero_r3.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A