Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she…

A central challenge in engineering education is providing experiences that are appropriate for and accessible to underserved communities. However, to provide such experiences, we must better understand the process of offering a geographically distributed asset-based out-of-school program. This paper focuses on a collaborative research project that…

Project Linking Learning ("Link") was created to target the needs of gifted students in urban school districts with historically underserved populations. Project Linking Learning implemented a linking curriculum between in-class instruction and an afterschool enrichment program for selected students in second through fifth grade.…

Provided to teachers are guidelines for structuring a school-age child care program and a list of appropriate activities for after-school care. Discussion covers attendance taking, transition times, group games, art activities, and staggered dismissal. Supplemental activities are suggested, and outlines of a typical school day with child care, and…

This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students--that is, programs that seek to promote various social and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs…

Notes that the Title I Program at the Upper Darby School District (located on the western boarder of Philadelphia, Pennsylvania) created the T.O.A.S.T. (Title One After School Tutorial) program from the need for extended learning time and opportunities to assist struggling young readers. Concludes that students increased their sight word…

An evaluation was made of the implementation of New York City's After-School Program in 5 community school districts, involving 82 elementary schools with 7,474 children who were regularly left without direct adult supervision before and after school. After the Chapter I introduction which provides background information, an overview, and a…

Explains the need and the disincentives for after-school child care for children aged 5-11. Describes the history of child care in Tennessee. Notes child care models in Tennessee communities with after-school programs in the schools, describes program curriculum and implementation, and answers frequent questions about such programs. (SB)

Provides a profile of after-school programs for low-income children, focusing on supply and demand, program emphases, and program sponsors and support organizations. Discusses the major challenges facing the field in the areas of facilities, staffing, and financing. Illustrates the discussion with examples from an after-school initiative in three…

The St. Louis (Missouri) Public Schools After School program, which was implemented for the first time during the 1979-1980 school year, was designed to provide after school remedial mathematics and reading instruction to students in grades 1 to 8 who could not be serviced during the school day due to lack of space or program availability. Factors…

Currently at least 5 million children--some estimates are as high as 15 million--are left unsupervised before or after school for 3 or more hours a day. In response to the problems of these latchkey children, many public schools are now developing some form of school-based or school-related before- and after-school child care programs. The purpose…

Reports the prevalence of school-based after-school programs and discusses extracurricular activities, child care, extended-day programs, enrichment programs, and efforts to make the schools community hubs. Outlines implementation challenges to program expansion: governance, space, program quality, funding, and accountability. (SLD)

Chapter 1 of this document introduces AgeLink, a 5-year model intergenerational child care project for school-age children. The project implemented after-school services that linked children with volunteer older adults in 17 western North Carolina counties. Ten sites participated in the project between 1984 and 1989, and 11 sites currently have…

The Extended Day Enrichment Program in Orlando, Florida, is designed to enrich elementary school children's lives educationally, socially, culturally, emotionally, and physically, and to provide them with a safe and familiar setting after school. The program is a fee-supported community education program operated by Orange County (Florida) Public…

The program description and curriculum for Art Partners, a Cranford, New Jersey, after-school program to meet the needs of artistically talented children in grades 3-6, are provided. The program description includes information on: a suggested sequence of activities for 38 sessions, program organization, the artist-in-residence component, area art…