Identification of key indicators for quality in afterschool programs.

Autor/inn/en	Huang, Denise; La Torre Matrundola, Deborah; Leon, Seth
Titel	Identification of key indicators for quality in afterschool programs.
Quelle	In: International journal for research on extended education, 2 (2014) 1, S. 20-44 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:22977
URN	urn:nbn:de:0111-pedocs-229772
Schlagwörter	Bildungsqualität; Empirische Untersuchung; Validität; Ganztagsbetreuung; Programm; Indikator; Außerschulische Jugendbildung; Literaturübersicht; Qualität; Kalifornien; USA
Abstract	Researchers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as in other fields. This study bridges that gap and presents the results from a study to identify benchmarks and indicators for high quality afterschool programs. This research employed a multi-method approach including a synthesis of literature on afterschool programs, observations and survey data collection at 15 high quality afterschool program sites. Results of the study suggest that most of the issues emphasized in the afterschool literature can be considered core components of a quality afterschool program. This finding was consistent across the three broad categories of program organization, program environment, and instructional features. This study also revealed that some issues emphasized in the afterschool literature should be considered extra components that can increase quality, but are not necessary. As a result, this study argues for a checklist strategy in assessing programs to meet quality-based standards. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2