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Richer, Amanda; Charmaraman, Linda; Ceder, Ineke – Afterschool Matters, 2018
Like instruments used in afterschool programs to assess children's social and emotional growth or to evaluate staff members' performance, instruments used to evaluate program quality should be free from bias. Practitioners and researchers alike want to know that assessment instruments, whatever their type or intent, treat all people fairly and do…
Descriptors: Cultural Differences, Social Bias, Interrater Reliability, Program Evaluation
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Wiggins, Tanya G. – Afterschool Matters, 2018
Friendship and peer groups are important to youth. However, adults in afterschool programs and other youth-serving community-based organizations often either ignore peer relationships or deem them detrimental to desired youth outcomes. What would it mean to consider young people's friendships in a different light? How can this important element of…
Descriptors: Friendship, Peer Groups, Peer Relationship, After School Programs
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Wenger-Schulman, A. R. S.; Hoffman, Lauren – Afterschool Matters, 2018
Middle School 88 in Brooklyn, New York serves a community of students often considered at high risk for dropping out of high school and other socially undesirable behaviors. In this high-need setting, the authors designed and implemented an environmental education program designed to meet the needs of urban youth of color. The approach they used,…
Descriptors: Middle Schools, Urban Schools, At Risk Students, Minority Group Students
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Williams, Tinnycua – Afterschool Matters, 2018
Studies have demonstrated the significance of afterschool staff development and have attempted to show the impacts of staff training on program quality and youth outcomes. Professional development, though necessary, wasn't always a priority for the author, especially if training hours conflicted with the author's afterschool program schedule.…
Descriptors: Credentials, Educational Change, After School Programs, Youth
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Anyon, Yolanda; Kennedy, Heather; Durbahn, Rebecca; Jenson, Jeffrey M. – Afterschool Matters, 2018
How can afterschool programs engage middle school students of color as they enter their teenage years? The authors asked this question while working with the Bridge Project, a drop-in community-based academic enrichment program serving low-income children and adolescents of color living in public housing in Denver, Colorado. Faced with dwindling…
Descriptors: Youth, Action Research, Participatory Research, After School Programs
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Hodgkins, Alexandria – Afterschool Matters, 2017
When Alexandria Hodgkins began her inquiry for the National Institute on Out-of-School Time's Afterschool Matters Practitioner Research Fellowship, she wanted to investigate afterschool programs that had been rated "excellent" by funders. Wanting to understand what excellent programs look like and how they get that way, she writes that…
Descriptors: After School Programs, Leaders, Administrators, Leadership Training
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Bevan, Bronwyn; Ryoo, Jean; Shea, Molly – Afterschool Matters, 2017
This article outlines key findings of a study of STEM-rich afterschool Making programs offered by the four organizations participating in a project called the California Tinkering Afterschool Network. Over three years, the project identified key characteristics of inclusive and equity-oriented Maker activities and facilitation. It also defined the…
Descriptors: STEM Education, After School Programs, Creative Activities, Science Course Improvement Projects
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Blattner, Meghan C. C.; Franklin, Anderson J. – Afterschool Matters, 2017
Increasingly, youth development advocates, educators, and communities recognize the importance of out-of-school time (OST) activities for academic achievement and youth well-being. This study situates OST work in the workforce sector the career development literature calls "care workers". Working within that framework, the authors…
Descriptors: Youth Programs, Caring, Administrator Attitudes, Teacher Attitudes
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Dorph, Rena; Schunn, Christian D.; Crowley, Kevin – Afterschool Matters, 2017
The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the…
Descriptors: After School Programs, Science Programs, Science Interests, Competency Based Education
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Frosini, Chelsea – Afterschool Matters, 2017
As she reviewed participant feedback from the out-of-school time (OST) youth development program she managed at the New-York Historical Society Museum and Library (N-YHS), the author was excited to recognize a pattern. Many of the teen participants wrote responses like "I am proud of what my team was able to accomplish" and "I…
Descriptors: Youth Programs, Youth Agencies, Program Descriptions, Historians
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Parker, Carolyn; Kruchten, Catherine; Moshfeghian, Audrey – Afterschool Matters, 2017
The STEM Achievement in Baltimore Elementary Schools (SABES) program is a community partnership initiative that includes both in-school and afterschool STEM education for grades 3-5. It was designed to broaden participation and achievement in STEM education by bringing science and engineering to the lives of low-income urban elementary school…
Descriptors: Student Projects, Urban Schools, STEM Education, Science Course Improvement Projects
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Kekelis, Linda; Ryoo, Jean J.; McLeod, Emily – Afterschool Matters, 2017
"Making" as an educational approach holds promise both for introducing mentors into STEM programming and for showing girls new pathways into STEM (Wittemyer & Gill, 2014). With its merger of cutting-edge technology and traditional arts and crafts, "Making" can help girls learn about electronics, robotics, metalwork,…
Descriptors: Mentors, STEM Education, Partnerships in Education, Secondary School Students
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Curry, Jennifer Siaca – Afterschool Matters, 2017
After the push of No Child Left Behind to focus on academic preparation, the field has moved to yet another phase: an expanding commitment to social and emotional learning. Fortunately, this out-of-school time (OST) trend is paralleled in formal education. The Every Student Succeeds Act of 2015, for example, uses a broad definition of student…
Descriptors: Equal Education, Inclusion, Culturally Relevant Education, Identification (Psychology)
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Evans, Michael A.; Jones, Brett D.; Akalin, Sehmuz – Afterschool Matters, 2017
Because video games are so popular with young people, researchers have explored ways to use game play to engage students in school subjects (Peppler & Kafai, 2007; Rockwell & Kee, 2011; Small, 2011). Motivating students in science is especially important because of declines both in the number of young people who choose science careers and…
Descriptors: Video Games, Student Motivation, After School Education, After School Programs
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Leonard, Alison E.; Fleming, David S.; Lewis, Melanie; Durham, Sheliah – Afterschool Matters, 2017
Regardless of the type of arts activity, the importance of the arts in afterschool programs cannot be overestimated. As the arts are increasingly marginalized in public school systems, afterschool arts education can be an alternative way to integrate the arts into children's academic experiences or build on their in-school arts experiences (Briggs…
Descriptors: College School Cooperation, Partnerships in Education, Art Education, After School Programs
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