Making Out-of-School-Time Matter

Making Out-of-School-Time Matter
Author: Susan J. Bodilly
Publisher: Rand Corporation
Total Pages: 152
Release: 2005-01-26
Genre: Social Science
ISBN: 0833040642

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Presents the findings of a broad-ranging literature review intended to identify, frame, and assess relevant issues concerning effective out-of-school-time (OST) programs. Drawing on recent studies the authors identify and address the level of demand for OST services, the effectiveness of offerings, what constitutes quality in OST programs, how to encourage participation, and how to build further community capacity. They make recommendations for improving the information used in policy making.


Making Out-of-School-Time Matter
Language: en
Pages: 152
Authors: Susan J. Bodilly
Categories: Social Science
Type: BOOK - Published: 2005-01-26 - Publisher: Rand Corporation

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Presents the findings of a broad-ranging literature review intended to identify, frame, and assess relevant issues concerning effective out-of-school-time (OST)
Making Out-of-school-time Matter
Language: en
Pages: 0
Authors:
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Type: BOOK - Published: 2005 - Publisher:

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Why Afterschool Matters
Language: en
Pages: 225
Authors: Ingrid A. Nelson
Categories: Education
Type: BOOK - Published: 2016-12-08 - Publisher: Rutgers University Press

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Increasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, h
Afterschool Matters
Language: en
Pages: 145
Authors: Sara L. Hill
Categories: Education
Type: BOOK - Published: 2007-10-08 - Publisher: Corwin Press

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This book addresses the challenges of designing effective afterschool activities, provides quality program models from experts in the field, and aligns learning
A Blueprint for Promoting Academic and Social Competence in After-School Programs
Language: en
Pages: 249
Authors: Thomas P. Gullotta
Categories: Psychology
Type: BOOK - Published: 2010-06-25 - Publisher: Springer Science & Business Media

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School activities alone are not always sufficient to ensure children’s academic progress or socio-emotional development and well-being. And the time when many