A Circle of Learning: Children and Adults Growing Together in LA's BEST. CRESST Report 758

Autor/inn/en	Huang, Denise; La Torre, Deborah; Duong, Nikki; Huber, Lindsay Perez; Leon, Seth; Oh, Christine
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	A Circle of Learning: Children and Adults Growing Together in LA's BEST. CRESST Report 758
Quelle	(2009), (105 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; After School Programs; Program Effectiveness; Urban Schools; At Risk Students; Student Participation; Elementary School Students; Student Attitudes; School Attitudes; Reading Attitudes; Writing Attitudes; Attendance; Demonstration Programs; Student Surveys; Observation; Interviews; Comparative Analysis; Program Evaluation; Employees; Professional Development; Work Environment; Educational Environment; Employee Attitudes; Educational Cooperation; Interpersonal Relationship; Financial Support; California + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Anwesenheit; Schülerbefragung; Beobachtung; Interviewing; Interviewtechnik; Programme evaluation; Programmevaluation; Employee; Arbeitnehmer; Beschäftigter; Arbeitsmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitnehmerinteresse; Education; cooperation; Kooperation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Finanzielle Förderung; Kalifornien
Abstract	Afterschool programs offer an important avenue for enhancing educational opportunities. Federal, state, and local educational authorities increasingly see them as environments to improve attitudes toward school, achievement, and academic performance (Fashola, 2002; Hollister, 2003) with higher levels of student participation and engagement in these programs correlated to even greater improvements (Huang, Leon, La Torre, & Mostafavi, 2008; Mahoney, Lord, & Carryl, 2005). This is particularly true among low-performing, underserved, or at-risk students who can benefit greatly from additional academic help and social support (Afterschool Alliance, 2003; Munoz, 2002). However, not all programs are equally effective, and no program can be effective if students only attend sporadically (Granger & Kane, 2004). Research has suggested that student engagement in afterschool programs--as indicated by their sense of belonging to and their interest in the programs--may be an important contributor to the program's influence on their achievement, behaviors (Arbreton et al., 2008), and regular attendance (Finn, 1992). Consequently, federal, state, and private organizations including the Verizon Foundation have provided ample financial support to afterschool programs in recent years. Six appendices are included: (1) Student Survey; (2) Observation Protocol; (3) Demonstration Site Interview Protocol; (4) Comparison Site Interview Protocol; (5) Sample Summer Training Schedule; and (6) Program Activities by Type and Site. (Contains 16 tables and 27 footnotes.) [This report was supported by grant number 021891 from LA's BEST.] (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10