Literaturnachweis - Detailanzeige
| Autor/in | Harrison, Dorian |
|---|---|
| Titel | De-Centering Deficit Frameworks and Approaches: The Mentor/Mentee Relationship in an Afterschool Tutoring Program |
| Quelle | In: Urban Review: Issues and Ideas in Public Education, 55 (2023) 4, S.417-432 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Harrison, Dorian) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1007/s11256-023-00655-8 |
| Schlagwörter | After School Programs; Tutoring; Literacy Education; Racial Differences; Geographic Location; Mentors; Interpersonal Relationship |
| Abstract | This article challenges and explores an after-school literacy tutor program in a semi-urban midwestern state. As after-school programs continue to be widely used across the United States, there is also continued efforts to engage students in continued academic learning after school. Hynes and Sanders (2011) studied the experiences of various racial groups in after-school programs across the United States. They found that African American children were more likely to use after-school programs than White students, and most children participating in after-school programs lived in 'urban' (un-defined) areas. They also discovered more options for after-school programs in the Southern region of the United States, which has a larger portion of African American students (After School Alliance, 2009; Hynes and Sanders, 2011). (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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