[PDF] Impact Of After School Program Organizational Culture On Children eBook

Author : Tracey Lynn Lay
Publisher :
Page : 166 pages
File Size : 34,22 MB
Release : 2016
Category : After-school programs
ISBN :

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As of 2014, more than 10.2 million school age children in the United States were enrolled in after school programs. Of that number, 99,710 children participated in after school programs in Connecticut (Afterschool Alliance, 2015). Existing research has shown that these programs can have positive impacts by keeping children safe, improving social interactions and enhancing academics (Huang, Gribbons, Kim & Lee, 2000; Mahoney, Lord & Carryl, 2005; Yandell, Reisner & Pierce, 2007). High quality activities, relationships and interactions can play a critical role in the positive outcomes achieved from children participating in after school programs. This study investigated the role of organizational culture in after school programs to better understand staff and student perceptions of and contribution to that culture through their activities, relationships and interactions. Using Schein's Model of Organizational Culture as a guiding basis for this investigation, qualitative research processes including focus groups and indepth interviews were used. 53 after school student participants in kindergarten through grade seven from rural, suburban and urban school-based locations were interviewed in a focus group setting and in-depth interviews of 17 staff from these same after school programs were held. Questions asked of both groups were categorized based on Schein's three elements: Artifacts/Behaviors (after school environment), Espoused Values (relationships within the after school program) and Assumptions (deeply held beliefs of the after school program staff). It was found that these after school program sites showed a strong sense of team and community connection. The climate was described as caring, nurturing, comfortable, connected, happy and laid-back. Positive communication strategies used by the staff was a theme across the program practices and seemed to impact the students' interactions, as well. The recommendations based on the results were: Establish a fonnalized Orientation and Mentoring System for all staff of the after school program as a way for new staff to learn about the existing culture from those that have been living it. Using the strengths of the existing behaviors (artifacts) within the after school enviromnent, the relationships (espoused values) within the after school program and the deeply held beliefs (assumptions) of the after school program staff, create an overall orientation and men to ring process for all new staff entering into the program so these three elements endure. Staff should link more with the students on the reasoning for intentional program plans, in order for the students to understand more clearly why certain things are taking place (or not) within the program. Being intentional on planning as an artifact of the program can help to strengthen the relationships (espoused values) within the after school program, particularly between the staff and students. The staff seem to be on the same page with each other and the communication appears to be a strong part of the organizational culture, but it would be helpful to remind the students why there are certain rules and program components. Offer more focus groups to the students in the program as a way to learn more about their thoughts, feelings and suggestions so they feel more connected leading to stronger relationships (espoused values) within the after school program. The students seemed to be very excited to be a part of the process for this project. They felt important and wanted to be heard. The students took this process very seriously and respectfully answered questions. The program could get valuable information on continuous improvement strategies based on the outcome of these focus groups.

Author : Barton J. Hirsch
Publisher : Cambridge University Press
Page : pages
File Size : 31,35 MB
Release : 2011-09-12
Category : Psychology
ISBN : 1139497995

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This book examines after-school programs in light of their explosive growth in recent years. In the rush to mount programs, there is a danger of promoting weak ones of little value and failing to implement strong ones adequately. But what is quality and how can it be achieved? This book presents findings from an intensive study of three after-school centers that differed dramatically in quality. Drawing from 233 site visits, the authors examine how – and why – young people thrive in good programs and suffer in weak ones. The book features engaging, in-depth case studies of each of the three centers and of six youths, two from each center. Written in a highly accessible style for academics, youth workers, after-school program leaders and policy makers, the study breaks new ground in highlighting the importance of factors such as collective mentoring, synergies among different programs and activities, and organizational culture and practices.

Author : Robert Halpern
Publisher : Teachers College Press
Page : 212 pages
File Size : 22,17 MB
Release : 2003-01-01
Category : Education
ISBN : 9780807743690

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After-school programs are becoming an important developmental support for low and moderate-income children. This book describes the historical development, current status, and critical issues facing these programs. Divided into historical eras for easy reference, the text examines: - The evolution of after-school programs and their role in the lives of children, providing a framework for reflecting on broader, contemporary issues such as the effects of poverty on children in the United States.- The rationales for and objectives of these programs and how both were shaped by prevailing societal ideas about children.- Patterns of sponsorship and staffing, describing daily routines and exploring the nature of children's experiences in different kinds of programs.- The relationship between after-school programs and schools, analyzing how these programs have responded to the dilemma of balancing children's needs for guidance and supervision with their equally important need for spontaneity and self-expression.- Current directions and expectations for the future of after-school programs.

Author : Helen Janc Malone
Publisher : IAP
Page : 349 pages
File Size : 25,34 MB
Release : 2017-10-01
Category : Education
ISBN : 164113030X

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The Information Age Publishing new book series, Current Issues in Out-of-School Time, is designed with a purpose to disseminate original research and promising practices that further the OST field. This first book sets the foundation on which the series rests upon, by offering an analysis of the progress made since the 2000s, as well as by looking toward the future for areas of considerations. Leading OST experts explore latest knowledge, intentionally bridging research and practice, and propose new areas of inquiry within each of the following six sections: 1. OST as a vehicle for young people’s development; 2. socio-cultural dimensions of OST; 3. professional development within OST; 4. research- and evaluation-informed field; 5. OST advocacy; and 6. future directions for the OST field. The OST field has grown considerably over the last two decades. Today, we have the frameworks, practice- and research-based knowledge and tools, and burgeoning paths to advance the field across multiple dimensions: demographic, stakeholder groups, contexts, systems and sectors, and disciplines. The hallmark of the OST field has been the ability to remain agile and adaptable to change in a way that complements the field and supports all children and young people in diverse ways. This anthology is designed to be a platform for research-practice discussions and future directions that could further grow, sustain, and improve the field. We hope this book inspires both reflections and conversations on the OST field. Endorsements: It has been clear for some time that the so-called achievement gap is driven in part by gaps in educational opportunities. Providing access to high quality out-of-school learning experiences is one of the most important measures that can be taken to reduce disparities and level the playing field. The authors in this important new book show us not only how to create such programs but why it matters to our collective future. Timely, relevant, and readable, this book is an invaluable resource for anyone seeking to close gaps in educational opportunities. Pedro A. Noguera, PhD, Distinguished Professor of Education, UCLA Graduate School of Education & Information Studies As the chair of the NAS/NRC committee that wrote the report Community programs to support youth development, I am delighted by this book. When we wrote the report in 2002, there were few systematic attempts to organize and theorize the emerging field of positive youth development. As the editors and chapter authors in this book make very clear, a great deal has happened at all levels of scholarship in this field over the last 15 years. Both this volume and the new book series that it is initiating signal the maturing of this field from childhood, through adolescence, and now into emerging adulthood. The breadth of work discussed in this collection is exceptionally broad, ranging from psychological theorizing about the impact of youth serving programs in the out-of-school time period to social policy analyses of how to grow the profession of OST Youth Professionals and create steady funding streams to support OST programming. All topics are critically discussed and new directions are suggested. I consider this book to be required reading of all students, scholars, professional, and practitioners in the field of positive youth development and OST programming. I go even further by suggesting it be read broadly by anyone interested in the education and development of young people around the world. There is no better collection available for educators, parents, community activists, and social policy makers concerned with positive youth development. I believe this collection lays a very strong foundation for achieving the goal set forth by Karen Pittman for the field to move from "Where and when to what and how." Jacquelynne S. Eccles, Distinguished University Professor of Education, University of California, Irvine The impressive growth of OST programs represents one of the brightest spots on the American educational landscape. Importantly, as this book portrays, what began a series of programs and local initiatives has now grown into a maturing field, with standards, scholarship, organizations, policies, and funding at the national, state, and local levels. And more than a field, OST carries the urgency, energy, and passion of a movement for social justice. The Growing Out-of-School Time Field offers a comprehensive review of earlier decades of work and points the way forward for the field’s future development. It should be read not only by those involved in the OST field, but by all educators who seek to create inclusive and powerful learning environments. Policymakers, as well, would benefit from deeper knowledge of this movement. It holds a key to preparing today’s youth for an uncertain future, where the nature of work is changing, norms of society are shifting, and multicultural, global perspectives are needed. Milton Chen, Ph.D., Senior Fellow & Executive Director, Emeritus, George Lucas Educational Foundation (edutopia.org) Book reviews: Journal of Youth Development: Book Review of The Growing Out-of-School Time Field: Past, Present, and Future Youth Today: The Growing Out-of-School Time Field: Past, Present, and Future (book review)

Author : Institute of Medicine
Publisher : National Academies Press
Page : 73 pages
File Size : 38,65 MB
Release : 2000-09-12
Category : Social Science
ISBN : 0309171660

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This report summarizes the presentations and discussion at a workshop entitled Opportunities to Promote Child and Adolescent Development During the After-School Hours, convened on October 21, 1999. The workshop was organized by the Board on Children, Youth, and Families and its Forum on Adolescence of the National Research Council and the Institute of Medicine, with funding from the David and Lucile Packard Foundation. This workshop brought together policy makers, researchers, and practitioners to examine research on the developmental needs of children and adolescentsâ€"ages 5 to 14 yearsâ€"and the types of after-school programs designed to promote the health and development of these young people. Intended to provide a forum for discussion among the various stakeholders, the workshop did not generate conclusions about the types of programs that are most effective, nor did it generate specific recommendations about after-school programs or promote a particular approach. The workshop coincided with release of the Packard Foundation's fall 1999 issue of The Future of Children, entitled "When School Is Out." Focusing on after-school programs, the journal provided some context for the workshop, providing a backdrop for discussing the importance of after-school programs, the types of programs that exist across the country, and the policy climate that surrounds after-school programs. This report summarizes the workshop.

Author : Afterschool Alliance, Washington, DC.
Publisher :
Page : 24 pages
File Size : 10,48 MB
Release : 2007
Category :
ISBN :

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Although afterschool programs for children have been operating for many years in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool programs that spend public dollars. After all, where tax dollars flow, so must accountability to taxpayers. Fortunately for afterschool advocates, a number of afterschool evaluations are showing important gains for children, not only in terms of academic achievement but also in terms of safety, discipline, attendance, and avoidance of risky behaviors. In addition, researchers have found that afterschool programs encourage increased parental involvement, an important building block for student success. This updated Evaluations Backgrounder includes new or updated information from evaluations of Citizen Schools, the Boys & Girls Clubs' Project Learn, Texas 21st Century Community Learning Centers programs, The After-School Corporation, the Ohio Urban School Initiative School Age Child Care Project, the Fort Worth Afterschool Program, Generacion Diez, Woodcraft Rangers' Nvision After School Program, YMCA of Greater New York's Virtual Y Program, and the Mahoney and Lord Study of Program Participation and Obesity. In addition, highlights from previous evaluations of well known afterschool programs such as New York City Beacons, the Maryland After School Opportunity Fund Program, and more are included. A list of the studies and their key findings is provided at the end of this document on page 21. Moreover, this compilation focuses chiefly on the impact of afterschool programs on student safety, behavior and discipline, and on the closely related topic of afterschool's effect on parents' concerns about their children's safety. Also provided are 15 related Web sites for further exploration of this subject matter. An appendix provides: "Afterschool Evaluations at a Glance."

Author : Olatokunbo S. Fashola
Publisher : Corwin Press
Page : 134 pages
File Size : 46,70 MB
Release : 2002
Category : Business & Economics
ISBN : 9780761978787

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Through a comprehensive review of various afterschool programs across the United States, this resource provides a practical overview of the research and best practices that can be easily adapted and applied in the development of highly effective afterschool programs. chapters focus on: (1) "Why Afterschool Programs?" (benefits, challenges, and functions, research methodology, types of programs, and program evaluation); (2) "Language Arts Afterschool Programs" (e.g., extended-day tutoring and the Coca-Cola Valued Youth Program); (3) "Enrichment Afterschool Programs" (e.g., Hands On Science Outreach and the Imaginitis Learning System); (4) "Tutoring Programs to Improve Reading and Study Skills Programs" (e.g., Book Buddies and Early Identification Programs); (5) "Community-Based Afterschool Programs" (e.g., Big Brothers Big Sisters of America and Police Athletic League); (6) "How to Create an Afterschool Program: From Conception to Implementation" (e.g., assessing the situation, creating the components, and training the service providers); (7) "Evaluation" (e.g., why evaluation is important, effective evaluations, and creating a solid evaluation infrastructure); and (8) "Conclusions and Implications: What Works" (patterns of success among the programs and barriers to participation). A list of resources is included. (Contains 143 references.) (SM)