By Barton J. Hirsch, Nancy L. Deutsch, David L. DuBois
This ebook examines after-school courses in mild in their explosive development in recent times. within the rush to mount courses, there's a hazard of selling vulnerable ones of little worth and failing to enforce powerful ones correctly. yet what's caliber and the way can or not it's completed? This booklet offers findings from a thorough learn of 3 after-school facilities that differed dramatically in caliber. Drawing from 233 web site visits, the authors research how - and why - youth thrive in reliable courses and undergo in susceptible ones. The e-book positive aspects attractive, in-depth case experiences of every of the 3 facilities and of six youths, from every one middle. Written in a hugely obtainable kind for teachers, adolescence employees, after-school software leaders, and coverage makers, the research breaks new flooring in highlighting the significance of things corresponding to collective mentoring, synergies between diverse courses and actions, and organizational tradition and practices. directions are integrated for application development.
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Additional info for After-school centers and youth development: case studies of success and failure
Our discussions tended to be quite lively and encompassed a wide range of theoretical perspectives. As such, they provided an effective venue for sharpening our observations and understandings and capitalizing on the diverse backgrounds of the research team. It is within these 43 For a more detailed description of our participant-observer approach to working within the after-school centers, see chapter 1 in Hirsch (2005). 12 on Tue Oct 09 11:03:46 BST 2012. 002 Cambridge Books Online © Cambridge University Press, 2012 The Quality of After-School Centers 23 meetings, for example, that the concept of collective mentoring by staff irst emerged and was subsequently reined.
She looked thoroughly frustrated. ] With lots of young people and little structure, the room could veer out of control. Charlene is not especially skilled at maintaining order, but it is unfair to attribute the problem entirely to her. We return to this issue later in the chapter. Although lack of control could be a problem, it should not be overemphasized. Most of the time the kids were enjoying themselves and for kids that typically involves a lot of action and noise. The social and recreational activities that take place there have considerable intrinsic appeal and act like a magnet to staff and youth alike.
Each club does substantial fund-raising on its own. The Beacons are a much more recent undertaking that have attracted considerable interest. Beacon Community Centers were irst developed in New York City in the early 1990s. They are 48 See Mahoney, Parente, & Zigler (2009) for a historical account of after-school programs in America. asp and taken from Boys & Girls Clubs of America (2009). 50 See Arbreton, Sheldon, & Herrera (2005) for an overview of research on the clubs; for more recent studies, see, for example, Arbreton (2009) and Fredricks, Hackett, & Bregman (2010).
After-school centers and youth development: case studies of success and failure by Barton J. Hirsch, Nancy L. Deutsch, David L. DuBois