Discusses what it means to be a caring stakeholder and a participatory evaluator in the context of public and private domains using the example of a parent who is an evaluator of an afterschool program. Offers a perspective on the capacity of individual evaluators to deal with role strain. (SLD)

The role of homework needs to be considered within the context of the broader developmental needs of children. This article focuses on how children spend their time after school and how homework, as well as other activities, can contribute to school success. Children differ in their after-school experiences, from "latchkey" children who lack…

AASA began an inquiry in 2001 to understand how barriers to effective after-school programs could be overcome by school district leaders. The issue, well-known anecdotally, had not to date been researched. School leaders tend to agree that after-school programs are sound educationally but struggle to operate and sustain such programs.…

The authors believe that artists illuminate the human condition--the politics, the social climate, the economics of current thought, and the emotions behind it all. Artists participate in revealing truth. And truth illuminates the path away from fear. In their effort to celebrate and challenge the power of Teaching Artists and prepare the world…

Play therapists, school counselors, and play developmentalists have much in common as they work with children in clinical, classroom settings, and after school programs. A strong relationship can be forged among the developmentalists (those trained in early child development/education) and those who work with children in program settings (e.g.,…

This paper describes the development of an after-school program for middle-school students that simultaneously addressed issues of efficacy and effectiveness in an effort to create an evidence-based intervention (EBI) that can be implemented in school settings. The topics highlighted in this case example are intended to address the growing concern…

Academically oriented after-school programs can be an effective way to provide extra help to students who need it. Research points to the importance of well-designed programs established to meet specific goals. The report lists and describes the elements of successful after-school programs. (Contains 4 online resources.)

Under the larger scope of the National Partnership for Quality Afterschool Learning, SEDL funded three awardees to carry out large-scale randomized controlled trials (RCT) assessing the efficacy of promising literacy curricula in afterschool settings on student academic achievement. SEDL provided analytic and technical support to the RCT studies…

This paper arises from an evaluation of the study support programme developed in a midlands city in the UK, in the context of the national extended schools initiative. It offers a framework based on activity theory to explain how and why "out-of-lesson-time learning" is felt by many students to impact positively on their self-esteem and…

In this article, we explore how two informal educational contexts--an aquarium and an after-school science program--enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We…

Children with attention-deficit/hyperactivity disorder (ADHD) exhibit significant academic impairments, as evidenced by poor academic achievement, grade retention, and school dropout. Deficits in organization skills may contribute to these academic impairments, as children with ADHD frequently lose assignments, misplace their completed work, and…

In these days where "accountability" is the byword, organizations more and more frequently seek to evaluate their programs. They often hire outside evaluators to help them assess the effectiveness of their programs, to find out what works and what doesn't, and to determine what programmatic changes would be beneficial. ActKnowledge, a…

This brief discusses diet, exercise, body image, and weight and also provides information for practitioners on how to measure these factors among youth in their program. It summarizes (1) what it means to be overweight; (2) what are body image and eating disorders; (3) what to do if you suspect that someone in your program is suffering from an…

Research has long shown that parents' positive involvement with their children's schooling is related to many positive outcomes. However, less research has been done on the involvement of parents and families in out-of-school time programs. Nevertheless, the research that does exist suggests that family involvement can be an important component of…

Regular participation in out-of-school time activities is associated with benefits for children. However, children cannot reap the benefits of program participation if they do not attend programs in the first place. This brief focuses on ways in which out-of-school time programs can improve the attendance and retention of children and youth in…