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Carlos R. Casanova – Journal of Latinos and Education, 2024
In the midst of political attacks on public schools to prevent discussions on social injustice and Latinx youth culture, there are after-school programs that nurture Latinx youth critical consciousness and social justice activism. This study uses agencies of transformational resistance (ATR) as a framework to explore one after-school program's…
Descriptors: Youth Programs, After School Programs, Metacognition, Social Justice
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Dewhurst, Marit; Desai, Dipti – Journal of Social Science Education, 2016
Purpose: The rise of out-of-school youth arts organizations, especially those dedicated to addressing social issues with young people, suggests a growing need for spaces in which we prepare young people to creatively and critically shape their communities. While the popularity of these programs is certainly positive, it does little to tell us what…
Descriptors: Interviews, Teaching Methods, Art Education, Social Justice
McCann, Colleen E.; Russell, Christina A. – Policy Studies Associates, Inc., 2015
The term "social-emotional learning" (SEL), defined by the Collaborative for Academic, Social and Emotional Learning (CASEL) as "a process for helping children develop the fundamental skills for life effectiveness," is a current buzzword in education, highlighting the important role that both practitioners and researchers…
Descriptors: Social Emotional Learning, After School Programs, Youth Programs, Community Development
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Jurmu, Michael – Journal of Geography, 2015
Even as service-learning has become more prevalent in higher education as a high-impact teaching methodology, barriers still exist to its implementation by some instructors. One concern is the perception of these types of activities infringing upon course content. This article outlines an example of an introductory service-learning project for an…
Descriptors: Service Learning, Barriers, Physical Geography, Teaching Methods
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Worker, Steven M.; Smith, Martin H. – Afterschool Matters, 2014
A wide variety of out-of-school time (OST) programs across the U.S. offer science education opportunities that cover many scientific disciplines and use diverse pedagogical practices (National Research Council [NRC], 2009). However, to improve youth's scientific literacy, OST educators need to "have the disposition and repertoire of practices…
Descriptors: After School Programs, Science Education, Science Process Skills, Skill Development
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Jones, Jeffrey N.; Deutsch, Nancy L. – Youth & Society, 2011
Staff-youth relationships are a key strength of after-school settings, though more research is needed to understand the actual processes whereby these interpersonal connections lead to beneficial outcomes. This qualitative study focuses on the relational strategies that staff employ within an urban youth organization, and the ways in which those…
Descriptors: After School Programs, Urban Youth, Youth Programs, Interpersonal Relationship
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Buckle, Michael E.; Walsh, David S. – Journal of Physical Education, Recreation & Dance, 2013
Teaching youths who affiliate with a gang can be a daunting task. Risk factors for gang membership often compound across life domains and affect pro-social connectedness, cause feelings of marginalization, and hinder life-skill development. Sports and physical activities that are structured within a positive youth-development framework provide an…
Descriptors: Juvenile Gangs, Group Membership, Teaching Methods, Social Responsibility
Moore, Kristin Anderson; Bronte-Tinkew, Jacinta; Collins, Ashleigh – Child Trends, 2010
A lot has been learned about effective approaches to realizing intended out-of-school time program outcomes. As program practitioners consider fostering evidence-based practices, program administrators, staff, and stakeholders must keep in mind that it is difficult to change behavior overnight, even among children. Efforts to improve outcomes for…
Descriptors: After School Programs, Youth Programs, Program Effectiveness, Behavior Change
Carroll, Becky – Inverness Research, 2008
In this report, the author shares her perspective on ten years of science-rich programming for high school youth at the American Museum of Natural History. This report includes: (1) A discussion of the theory of action and the rationale that underlies the AMNH youth programs; (2) A description of three of the programs that have been offered and…
Descriptors: Program Design, Youth Programs, After School Programs, Museums
Weinbaum, Alexandra – 1996
This publication documents a participatory assessment project conducted from 1993 to 1995 with four afterschool programs in New York City. Key questions were whether the assessment project would develop the capacity of program staff to assess their own projects and whether the programs were successful in supporting the literacy development of the…
Descriptors: After School Programs, Educational Philosophy, Evaluation Methods, Literacy
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McGinnis, Theresa – Afterschool Matters, 2005
Afterschool migrant education programs can support youths' multilingual and multimodal literacy practices by incorporating activities associated with the students' cultures, such as dancing, games, language practice, and crafts. These activities not only reflect diverse sign systems and modes of communication, but also display the important…
Descriptors: After School Programs, Migrant Education, Youth Programs, Literacy Education
National 4-H Council, 2005
This final guide in the series is designed to assist in one's role of helper for youth interested in the dog project. These learn-by-doing activities can be adapted for families, classrooms, dog project meetings, after school programs, camps or other settings. In this Helper's Guide, one will find helpful information about characteristics of…
Descriptors: After School Programs, Experiential Learning, Learning Activities, Teaching Methods