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Hartmann, Tracey; McClanahan, Wendy – Afterschool Matters, 2020
When it launched the Youth Arts Initiative (YAI) in 2014, Boys & Girls Clubs of America (BGCA) hoped this high-quality arts initiative would address the challenge of attracting and retaining tweens. Research from the first three years of the initiative suggests that it worked: Participants were highly engaged in YAI. This engagement translated…
Descriptors: Art Activities, Learner Engagement, Early Adolescents, Program Implementation
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Escudé, Meg; Rivero, Edward; Montano, Jake – Afterschool Matters, 2020
Afterschool centers are known for being flexible spaces where young people enjoy freedom of talk and movement, build long-term relationships with peers and staff, and engage in choice-based programming that supports them in exploring their interests and emerging identities. These conditions are ideal for connected forms of learning that differ…
Descriptors: After School Programs, Program Design, Urban Areas, Public Housing
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Dunning, Anne – Afterschool Matters, 2020
Programs that seek to engage participants in arts-based programming may be drawn to creative youth development (CYD), a youth-focused, holistic approach to learning through creative expression. As the Creative Youth Development National Partnership (2018) defines it, "'Creative youth development' is a recent term for a longstanding theory of…
Descriptors: Youth Programs, Creativity, Art Activities, Creative Activities
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Allen, Patricia J.; Lewis-Warner, Kristin; Noam, Gil G. – Afterschool Matters, 2020
One of the most notable transformations in the STEM educational landscape in the last decade is the rise of the out-of-school time (OST) sector as a leading provider of STEM enrichment (Krishnamurthi, Ottinger, & Topol, 2013; National Research Council, 2015). High-quality OST programs provide young people with rich, engaging learning…
Descriptors: STEM Education, Nonschool Educational Programs, Outcomes of Education, Partnerships in Education
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Jones, Denise; Jones, Dennis – Afterschool Matters, 2020
This article describes research the authors undertook on why low income high school students invest in summer learning. They engaged participants in a community-based summer learning program to examine the factors that first attracted and then sustained their participation. They found that the elements that attracted students to the program were…
Descriptors: Student Recruitment, High School Students, Summer Programs, Student Participation
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Van Steenis, Erica – Afterschool Matters, 2020
This paper draws on positive youth development theory to highlight the significance of Horizon Youth Service (HYS) participants' hip-hop music production, focusing on three HYS organizational features that supported participants' growth. The author's findings lead to recommendations for out-of-school time (OST) programs that combine creativity…
Descriptors: Youth Programs, Music, Popular Culture, Teaching Methods
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Montgomery, Denise – Afterschool Matters, 2020
Throughout the U.S., thousands of creativity-based out-of-school time (OST) programs combine principles of positive youth development with immersion in the creative process. Many of these programs refer to their work as creative youth development or CYD. Programs include a constellation of creative disciplines and genres, including film making,…
Descriptors: Youth Programs, Creative Development, Creative Activities, Educational Trends
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Ustach, Emily – Afterschool Matters, 2020
Founded in 1997 by a small group of high school and college students, New Urban Arts is the largest high school afterschool arts program in Rhode Island. New Urban Arts is an independent nonprofit, not affiliated with any larger institution. The mission is to build a vital community that empowers young people as artists and leaders to develop a…
Descriptors: Program Descriptions, Program Evaluation, Art Education, Studio Art
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Miller, Keith F., Jr. – Afterschool Matters, 2020
Afterschool educators sometimes encourage program participants to write heartfelt stories that make them feel better about the work they are doing. They want to feel they are making a difference, that they are empowering young people to speak truth to power and win. In some cases, they might be. But they must respect each young person's journey…
Descriptors: After School Programs, Males, Racial Bias, Social Bias
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Montoya, Marisela A. – Afterschool Matters, 2020
Out-of-school time (OST) programs in affordable housing communities address some of the persistent issues with OST participation among low-income families. The author conducted research on affordable housing organizations, including her own, that provide OST programs. She aimed to identify similarities and differences between these programs and…
Descriptors: After School Programs, Housing, Low Income Students, Community Organizations
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Benson, Marie – Afterschool Matters, 2020
The importance attached to the development of strong character is evident in schools, out-of-school time (OST) programs, and the workplace. Providers of OST programs must infuse their programs with activities that build positive social and emotional skills in order to help mold future human capital. Educators, employers, and society as a whole…
Descriptors: Integrity, Moral Values, Ethics, Social Development
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Blackwell, Devan – Afterschool Matters, 2020
For young people who exhibit attention-deficit/hyperactivity disorder (ADHD) traits, out-of-school (OST) programming can provide the atmosphere and learning experiences that, by design, sustain attention, engagement, and focus. "Possibility projects" enabled one afterschool practitioner to redefine ADHD in terms of attention-driven,…
Descriptors: Attention Deficit Hyperactivity Disorder, After School Programs, Learning Experience, Attention Control
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Afterschool Matters, 2020
Michelle (Micki) Seligson has been nationally recognized as a leader in afterschool and in childcare policy and practice. In 1978, she founded the School-Age Childcare Project, which became the National Institute on Out-of-School Time (NIOST) at Wellesley College. To commemorate NIOST's 40th anniversary, she sat down with Georgia Hall, director…
Descriptors: After School Programs, Educational Practices, Best Practices, Educational History
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McGuiness-Carmichael, Patricia – Afterschool Matters, 2019
Relationships with staff are crucial to participants' growth in youth development programs. These programs help young people develop social and emotional competencies including relationship building, defined as "the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups" (Collaborative…
Descriptors: Student Attitudes, Labor Turnover, Faculty Mobility, After School Programs
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Wilson, Leigh Anne; Jacobs, Brittany R. – Afterschool Matters, 2019
Anthropologists have found evidence of storytelling throughout history, from orators in hunter gatherer tribes to modern writers and actors. To actualize a story--that is, to live it out in any way--plays on two of humanity's greatest desires: learning and having fun. People are biologically wired for survival, which implies that we are…
Descriptors: Story Telling, Play, Fiction, Learner Engagement
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