Literaturnachweis - Detailanzeige
| Autor/in | Beck, Elizabeth L. |
|---|---|
| Titel | Prevention and Intervention Programming: Lessons from an After-School Program. |
| Quelle | In: The urban review, (1999) 1, S.107-124
PDF als Volltext |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1023/A:1023200500215 |
| Schlagwörter | Intervention Programming; Academic Achievement; Public School; Academic Performance; Education Research |
| Abstract | Abstract Given that thoughtfully developed formal after-school programs can make a difference in the academic performance of schoolchildren, and that some public schools are implementing their own on-site after-school curricula, this study sought to identify programmatic features that appear to be associated with successful after-school programming. Qualitative methods were used and the study site was the Manchester Youth Development Center, which has a twenty-five-year record of effective service. The six elements found as salient were that both structure and autonomous space are provided; academic achievement is supported; the program is culturally consistent (in the present case, African-American cultural patterns are evidenced); there is a core of committed authoritative adults; the leadership is child-centered; and the environment is safe. |
| Erfasst von | OLC |
| Update | 2023/2/05 |
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